About Governing Bodies

Holding the Headteacher to account for the educational performance of the school and its pupils, and the performance management of staff and;

Overseeing the financial performance of the school and making sure its money is well spent.

The Headteacher is responsible for the internal organisation, day to day management and control of

the school and the implementation of the strategic framework established by the Governing Body, through the school development plan.

Role and Responsibilities

The governors of St. Michael’s are at the heart of the school’s strategic direction, monitoring and evaluation. It is important, therefore, that the Governing Body gets its job done correctly and efficiently. How we do our job affects the interests of pupils, staff and the reputation of the school in the community and ultimately contributes to fulling the school’s vision. As governors we support and challenge the head teacher by gathering views, asking questions and discussing what's best for the school. As a governor you are required to play an active part in the decision making process of the school, through school visits and attending committee meetings. You should be prepared to give and take advice, work constructively and positively with staff and must be loyal to decisions taken by the Governing Body as a whole. As long as the Governing Body acts within the law, and takes appropriate advice, governors are protected from any financial liability for the decisions they take.

Strategy - Governors have a strategic role to ensure that all pupils achieve the very best that they are capable of. You will play a key role in developing a policy on the curriculum; setting budgets and approving school development plans; and responding to inspection plans and publishing action plans.

Monitoring and evaluating - the school’s work. This is achieved by making sure that the school keeps to its policies, budgets and plans and keeps up to date with the quality and educational standards in the school. Governors will visit the school regularly to observe lessons, scrutinise books, and assess facilities.

Recruitment - In an executive role, governors take direct responsibility for the recruitment of senior staff and some disciplinary matters.

Accountability –making sure parents are kept informed about what is happening in the school and that parents’ views are taken into account. Report on progress against the school improvement plan. Governors are also responsible to the wider community.

Governors serve as a ‘Critical Friend’ by supporting, advising and challenging the Head teacher through gathering views and asking questions.

Legal Framework

The Governing Body are bound by statutory requirements, overseen by the Department for Education (DFE) and is accountable to the public and to the parents for the way in

which the school is directed and managed.

The staff of the school is accountable to the Governing Body for the delivery of the curriculum, use of resources and for the quality and effectiveness of the teaching and learning that is taking place.

The statutory requirement of the Governing Body is to conduct the school with a view to promoting high standards of educational achievement (School Standards & Framework Act 1998). Achievement should be considered both in terms of academic education but also in terms of personal and social development and welfare e.g. are the children

developing in confidence, able to work collaboratively in teams as well as independently etc

Table of Statutory Duties

Admissions

Comply with the local authority’s (LA’s) admissions arrangements.

Behaviour

Make and review a written statement of general principles to guide the Headteacher in determining measures to promote good behavior and discipline.

This should be in consultation with the Headteacher, staff, parents and pupils and be published on the school’s website.

Ensure that the school has policies aimed at promoting good behavior and discipline.

Exclusions

Arrange for suitable full-time education for any pupil of compulsory school age who has a fixed-term exclusion of more than five school days.

Convene a meeting to consider reinstating the pupil and consider parents’ representations about an exclusion in some circumstances.

Curriculum

Decide (together with the Headteacher) whether to provide sex education beyond what is set out in the statutory science National Curriculum, and keep a record of the decision

Ensure the school has a written policy on sex education which is available to parents.

Finance

Assure itself that the school keeps accurate accounting records.

Approve and manage the school budget and agree expenditure in a way that meets LA requirements for financing schools within the financial year

Decide how far to delegate to the Headteacher the powers to spend the delegated budget and set financial limits.

Make sure no governor, employee or related party has benefited personally from the delegated budget, other than under agreed arrangements such as a contract of employment.

Maintain a published register of interests, including the relevant business and pecuniary interests of governors and any relationships between governors and staff.

Make sure the school’s assets are under the Governing Body’s control and that measures are in place to prevent losses or misuse.

Complete the Schools Financial Value Standard (SFVS)

Ensure that pupil premium funding is being spent on improving attainment for eligible pupils.

Governing Body Procedures

Hold full Governing Body meetings at least three times a year.

Elect a Chair and Vice-Chair of Governors.

Determine the constitution, membership and terms of reference of any committee it decides to establish and review this annually. Appoint or elect a chair for each committee.

Parents and the Community

Consider complaints about the school and any community facilities or services it provides.

Publish the information specified in the School Information Regulations on the school’s website published complaints procedure.

Make sure the school complies with the Freedom of Information Act 2000.

Pupil Wellbeing

Provide paid-for lunches for registered pupils where parents request them, unless it would be unreasonable to provide them.

Provide a free school meal for children in reception, year 1 and year 2.

Appoint a designated teacher to promote the educational achievement of looked after children on the school roll. Make sure he/she undertakes appropriate training and reports annually to the governing body.

Make sure the school complies with the Equality Act 2010 and the Public Sector Equality Duty and publish equality objectives and information about how it is doing this.

Make arrangements for supporting pupils with medical conditions, including making sure that the school has a policy on this.

Safeguarding

Ensure that the school complies with the statutory guidance on safeguarding.

Ensure that safeguarding arrangements take into account the procedures and practice of the LA, as part of the inter-agency safeguarding procedures set up by the Local Safeguarding Children Board.

Ensure a member of the Governing Body (usually the chair) is nominated to liaise with the designated officer(s) from the relevant LA and partner agencies if allegations are made against the Headteacher.

Ensure there is an effective child protection policy in place.

Ensure there is a staff behavior policy or code of conduct in place.

Appoint a member of staff to be the designated safeguarding lead.

Ensure there are procedures in place to handle allegations against staff, volunteers and other children.

Special Educational Needs and Disabilities (SEND)

Designate a member of the Governing Body or a committee to have oversight of the school’s arrangements for SEND.

Ensure that the necessary special education provision is made for any pupil who has SEN.

Ensure that parents are notified by the school when special educational provision is being made for their child.

Ensure the school produces and publishes online its school SEN information report.

Co-operate with the LA in developing the local offer.

Make sure the school follows the statutory SEND Code of Practice.

Ensure that there is a qualified teacher as the special educational needs coordinator (SENCO) for the school

Make sure that the teachers in the school are aware of the importance of identifying pupils who have SEN and providing appropriate teaching.